Summary of Writing

Thus, students’ writing is affected by their reading, and how the understand what they have read. In this paper on the reading comprehension, the connection between reading and writing and the effects of writing on how students learn content will be discussed in light of the literature to illustrate importance in preparing students for writing they will do in their college classes.

Reader, text and activity is interrelated because the reader brings ideas to the text and then in turn takes ideas from the text. Therefore, it is important to distinguish between what the reader brings and then takes from the text during the processes of reading. Reading comprehension is a macro developmental aspect because it is not stable; it is change able from time to time based on the reader’s maturity , the development of reader’s cognitive skills, and the reader’s experiences (Snow, 2002).

Writing is one tool that can be used to improve students’ comprehension. For example, teaching students’ how to summarize what they have read has a positive impact and improving students’ comprehension (Armbruster, Anderson, & Ostertag, 1987; Bean & Steemwyk, 1984; Brown ,2002.

(2002) state that teaching reading though the content area is not only about teaching students basic reading skills, but it is also teaching students to use reading as a tool to think about their learning. As students move up from one grade to the next grade, their academic demands increase as well, and the greatest the man comes in the form of reading. The ability to comprehend a text in the content area is critical to students’ academic success. When students move from level to level, the content becomes more challenging and more difficult. For example, when students graduate from high school and enroll for college classes, the text that they are required to read will be more complex and difficult, so it is crucial to teach students strategies that might help them to understand what they read in the content area (Ness, 2007).

Therefore, teachers need to explicitly introduce students to strategies and continue to share these ideas with their students until the master them in order for students to use those strategies in a flexible, coordinated, and self-regulated fashion when they read by themselves. Teaching students those strategies through the phases of reading process has two major goals: first, to help readers to understand and memorize what they read, and second, to help them to monitor their comprehension and use strategies when break downs in, understand happen (Neufeld, 2005).

In addition to the four hypotheses about writing to learn, Klen (1999) believes the writing creates knowledge by encouraging the writer to structure thinking. Therefore, the absence of an immediate audience encourages the writer to maximally expand and syntactically differentiate. Second, any written materials can be review and compared with other text or thought.

The result indicate that after comparing summary writing and question answering, question and note-taking, summary writing and note-taking, and answering question and extend writing on average outcomes, there is no evidence to support that one type of writing activity enhanced reading comprehension more than others. In addition. The researchers, found that when comparing the effective of different types of writing on specific measure summary statistically significant effective more than question answering comparison for free recall measures.

Writing is very useful as an important skill for students to improve their comprehension for their disciplines because student can communicate and share their ideas not only for academic purpose, but also for their lives. Their most important implication can be given at the end is that designing and effective writing learning for students at college level that might help them to succeed.